The CATESOL Journal 15.1 • 2003 • 191
007
002
054
020
Guessing word’s meaning
Asking teacher
for examples
Looking up
important word
#
Looking up
unknown word
Strategy
05
17
00
02
25.0
31.5
00.0
28.6
Never Used
Pass
%
030
019
028
053
09
05
08
16
30.0
26.3
28.6
30.2
Some of the Time
#
Pass
%
Sample Population Perceptions With Regard to Frequency of Use
(Never, Some of the Time, and Most of the Time) and WST Pass Rate
025
004
045
016
010
003
015
006
40.0
75.0
33.3
37.5
Most of the Time
#
Pass
%
02.000
51.299
37.520
46.921
No
Yes
Yes
Yes
1.241
3.652
1.093
0.336
Chi-Square P<0.05
Pearson
df=2
Chi-Square
Group Differences
Chi-Square
2
2
2
2
.538
.161
.579
.845
No
No
No
No
df Sign P<0.05
Chi-Square Values Between
Dependent Variable (WST
Pass Rate) and Independent
Variables (Strategies)
Mark Roberge and Kate Kinsella,
Co-Editors, The CATESOL Journal
Thot-Johnson, I. D., & Vanniarajan, S. (2002). Students’ Reading and
Writing Strategies and Their WST Performance. The CATESOL
Journal, 14(1), 73-101.
Appendix D
Reading and Writing Strategies: Vocabulary Comprehension and Use
We include the tables in this issue along with an apology to the authors
and to our readers.
Erratum
In the last issue of The CATESOL Journal, our printer inadvertently
omitted Appendix D through G of the following article:
Erratum
192 • The CATESOL Journal 15.1 • 2003
018
024
022
003
025
008
025
045
253
Paying attention
to word’s use
Remembering word’s
meaning by translating
into NL
Remembering word’s
meaning by context
Using spell checker
Remembering spelling
by writing word down
Using different word
with similar meaning
Consulting thesaurus
Giving up what one
wanted to say
Total
85
16
07
04
11
00
06
12
05
33.6
35.5
28.0
50.0
44.0
00.0
27.3
50.0
27.7
301
025
029
019
020
011
028
013
026
92
07
09
03
08
03
09
03
12
30.6
28.0
31.0
15.8
40.0
27.3
32.1
23.1
46.2
349
007
0021
047
0031
060
025
038
0030
110
002
009
017
005
020
008
008
007
Appendix D (continued)
31.5
28.6
42.9
36.2
16.1
33.3
32.0
21.1
23.3
28.156
01.280
32.784
02.395
77.216
00.720
12.560
03.027
Yes
No
Yes
No
Yes
No
Yes
No
0.472
1.246
3.828
5.866
1.570
0.169
6.223
3.545
2
2
2
2
2
2
2
2
.790
.536
.147
.053
.456
.919
.045
.170
No
No
No
No
No
No
Yes
No
The CATESOL Journal 15.1 • 2003 • 193
002
014
024
028
012
100
Rereading a paragraph
Distinguishing relevant
and important details
Making comparisons
between self and
characters in reading
Making predictions about
second half of essay
Summarizing
information in reading
Total
32
03
10
07
01
01
32.0
25.0
35.7
29.2
07.1
50.0
Never Used
Pass
%
164
038
030
028
025
012
50
13
01
10
09
04
30.5
34.2
33.3
35.8
36.0
33.3
Some of the Time
#
Pass
%
188
025
019
025
034
061
54
07
05
08
13
19
28.7
28.0
26.0
32.0
38.2
31.0
Most of the Time
#
Pass
%
13.520
002.675
00.338
08.247
79.760
Yes
No
No
Yes
Yes
0.489
0.473
0.256
4.798
0.328
Chi-Square P<0.05
Pearson
df=2
Chi-Square
#
Strategy
2
2
2
2
2
.783
.789
.880
.091
.849
No
No
No
No
No
df Sign P<0.05
Chi-Square Values Between
Dependent Variable (WST
Pass Rate) and Independent
Variables (Strategies)
Group Differences
Chi-Square
Sample Population Perceptions With Regard to Frequency of Use
(Never, Some of the Time, and Most of the Time) and WST Pass Rate
Appendix E
Reading and Writing Strategies: Reading Comprehension
194 • The CATESOL Journal 15.1 • 2003
026
016
006
0017
065
Paying attention to
grammatical constructions
Using grammar checker
Noticing grammar
mistakes
Focusing on learning
grammar
Total
27
11
01
06
09
41.5
64.7
16.6
37.5
34.6
Never Used
Pass
%
115
036
038
011
030
38
10
14
03
11
33.1
27.7
36.8
27.3
36.6
Some of the Time
#
Pass
%
188
022
031
047
021
54
03
09
14
05
28.7
13.6
29.0
29.8
23.8
Most of the Time
#
Pass
%
07.760
22.640
30.838
01.584
Yes
Yes
Yes
No
12.061
01.183
00.419
01.014
Chi-Square P<0.05
Pearson
df=2
Chi-Square
#
Strategy
2
2
2
2
.002
.553
.811
.602
Yes
No
No
No
df Sign P<0.05
Chi-Square Values Between
Dependent Variable (WST
Pass Rate) and Independent
Variables (Strategies)
Group Differences
Chi-Square
Sample Population Perceptions With Regard to Frequency of Use
(Never, Some of the Time, and Most of the Time) and WST Pass Rate
Appendix F
Reading and Writing Strategies: Grammatical Ability
The CATESOL Journal 15.1 • 2003 • 195
017
026
009
020
037
139
Showing writing
to another person
Revising more than once
Observing how
classmates write essays
Reading to improve
one’s writing skills
Total
008
Deciding in advance
what to write about
Deciding in advance what
content to put where
020
Making an outline
47
12
10
01
07
05
04
08
33.8
32.4
50.0
11.1
26.9
29.4
50.0
40.0
Never Used
Pass
%
225
031
031
043
031
031
028
030
80
11
13
15
09
13
11
08
35.6
35.5
41.9
34.9
29.0
41.9
39.3
26.6
Some of the Time
#
Pass
%
168
007
024
023
019
028
040
027
44
01
02
08
08
07
10
08
26.2
14.3
08.3
34.8
42.1
25.0
25.0
29.6
Most of the Time
#
Pass
%
20.160
02.480
23.360
02.868
04.289
20.632
02.052
Yes
No
Yes
No
No
Yes
No
01.186
10.282
02.051
01.328
02.032
02.708
00.987
Chi-Square P<0.05
Pearson
df=2
Chi-Square
#
Strategy
2
2
2
2
2
2
2
.553
.006
.359
.515
.362
.258
.610
No
Yes
No
No
No
No
No
df Sign P<0.05
Chi-Square Values Between
Dependent Variable (WST
Pass Rate) and Independent
Variables (Strategies)
Group Differences
Chi-Square
Sample Population Perceptions With Regard to Frequency of Use
(Never, Some of the Time, and Most of the Time) and WST Pass Rate
Appendix G
Reading and Writing Strategies: Improving Writing Skills